Launch Reader's Workshop

I can identify the characteristics of reading stamina.

I can demonstrate reading stamina in Reader’s Workshop.

I can list ways that readers are thinkers during workshop.

I can define and explain the three components of the workshop model.

I can describe the difference between my job and my teacher’s job during the three components of the workshop model.

I can explain what a just right book is for me.

I can pick a just right book.

I can tell why readers abandon books.

I can select books for a variety of reasons.

I can pick a book based on what I like.

I can tell the difference between fiction and non-fiction.

I can record books I have read.

I can use and take care of the classroom library.

I can follow my teacher’s directions for movement in the classroom during workshop.

I can follow my teacher’s directions for organizing my supplies during workshop.

I can follow my teacher’s directions about how our class meets together during workshop.

I can write about my thinking as a reader. (i.e., notebook, post-its, graphic organizer)

I can talk about my thinking as a reader with other students. (i.e. Turn and talk, book club)

I can talk about my thinking as a reader with a teacher. (i.e. Reflection time, conference)

I can choose a goal for myself as a reader.

I can name an area where I have shown improvement.

I can read by myself for a long period of time.

I can read for different purposes.

I can follow classroom rules for speaking and listening to others.

I can take turns when speaking.

I can listen to others and share my own ideas.

I can retell information from a text that is read aloud.

I can share information when it is presented in different formats (e.g. media, charts, graphs, websites, speeches)

I can ask questions when I don’t understand.

Fiction or Non-Fiction

song ~ Harry Kinder

fiction or non-fiction

fiction or non-fiction?

Reading Nonfiction ~ Brain Pop

Five Finger Rule